ABSTRACT

Partners in School

is a consultation model with the goal of enhancing communication between two of the most important stakeholders in children’s lives – parents and teachers. Using a single–group pre–post design, this preliminary study examined the effect of Partners in School on parent–teacher communication outcomes and the factors associated with these outcomes. Participants were 26 teachers and 49 parents of children with autism spectrum disorder (ASD). Parents and teachers completed surveys before and after participating in Partners in School. Teachers reported an increase in their communication to parents. However, parents did not report an increase in their communication to teachers. Teachers’ self–efficacy, expectations, and intervention fidelity were associated with increased communication to parents. Parental self–efficacy and teacher experience were associated with parents’ reports of communication to teachers. Our findings suggest that family–school consultation services may be used to enhance teachers’ communication with parents.

中文翻译：

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学校合作伙伴：优化自闭症谱系障碍儿童家长和老师之间的沟通

 抽象的

 学校合作伙伴

是一种咨询模式，旨在加强儿童生活中两个最重要的利益相关者——父母和老师之间的沟通。这项初步研究采用单组前后设计，探讨了学校伙伴对家长与教师沟通结果的影响以及与这些结果相关的因素。参与者包括 26 名教师和 49 名患有自闭症谱系障碍 (ASD) 儿童的家长。家长和老师在参加“学校合作伙伴”计划之前和之后完成了调查。老师们表示，他们与家长的沟通有所增加。然而，家长并没有报告说他们与老师的沟通有所增加。教师的自我效能、期望和干预忠诚度与与家长沟通的增加有关。家长的自我效能和教师经验与家长与教师沟通的报告相关。我们的研究结果表明，家校咨询服务可用于加强教师与家长的沟通。